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Attachment Style Classification Questionnaire for Latency Age Children
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About Attachment Style Classification Questionnaire for Latency Age Children
Scale Name
Attachment Style Classification Questionnaire for Latency Age Children
Author Details
Ricky Finzi-Dottan
Translation Availability
Not Sure
Background/Description
Attachment style classification for latency age children is developed by Attachment Style Classification Questionnaire (Finzi et al., 1996; Finzi et al., 2000): This questionnaire is an adaptation for children of the Hebrew version (Mikulincer et al., 1990) of Hazan and Shaver’s (1987) questionnaire for the classification of attachment styles in adults.
The questionnaire contains 15 items, divided into three factors, which taped the Ainsworth’s three attachment patterns: secure (e.g. “I usually believe that others who are close to me will not leave me”), anxious/ambivalent (e.g. “I’m sometimes afraid that no one really loves me”), and avoidant (e.g. “I find it uncomfortable and get annoyed when someone tries to get too close to me”). The children were asked to read each item and to rate the extent to which the item described themselves on a 5-point scale, with scores ranging from 1 (not at all) to 5 (very much). For details regarding the psychometric properties and concurrent validity of the questionnaire, see, Finzi et al., 1996; Finzi et al., 2000.
The ASCQ emerges from the field of attachment theory, specifically building on the work of Mary Ainsworth. Ainsworth identified three primary attachment styles in children based on their early interactions with caregivers: secure, anxious/ambivalent, and avoidant.
Researchers recognized the need to assess attachment styles in older children (latency age, typically 9-12 years old) beyond traditional observational methods used with infants. This led to the development of the ASCQ.
The ASCQ takes inspiration from an adult attachment questionnaire developed by Hazan and Shaver, which was then adapted for children by Mikulincer et al. [1]. Finzi et al. [1] further refined this for children in the latency age group.
Description of the ASCQ
The ASCQ is a self-report questionnaire designed for children aged 9-12. It consists of 15 statements that tap into the three main attachment styles:
- Secure: These statements reflect feelings of trust and confidence that caregivers will be available and responsive (e.g., “I usually believe that others who are close to me will not leave me”).
- Anxious/Ambivalent: These statements capture a child’s worry about being rejected or abandoned by caregivers (e.g., “I’m sometimes afraid that no one really loves me”).
- Avoidant: These statements indicate a preference for independence and a discomfort with closeness (e.g., “I find it uncomfortable and get annoyed when someone tries to get too close to me”).
Children rate each statement on a 5-point scale, indicating how much each statement applies to them (e.g., 1 = Not at all, 5 = Very much). Scores are then calculated for each attachment style based on the corresponding items.
Key Points about the ASCQ:
- Psychometric Properties: Research suggests the ASCQ has good internal consistency and validity, meaning it provides reliable and accurate results for measuring attachment styles in this age group [3].
- Administration: The ASCQ can be self-administered, although younger children may need help reading the questions from a trusted adult.
- Limitations: The ASCQ is a self-report measure and may be susceptible to social desirability bias (children may answer in a way they think is expected). It should not be used for diagnosis alone; a mental health professional would typically use it in conjunction with other assessments.
Administration, Scoring and Interpretation
- Ensure the environment is comfortable and private for the child.
- If needed, prepare a developmentally appropriate version of the questionnaire with simpler language or larger font for younger children.
- Introduction: Briefly explain the purpose of the questionnaire to the child in a way they can understand. You can say something like, “This is a short questionnaire to help us learn a little bit about how you feel about the people you care about.”
- Instructions: Provide clear instructions on how to complete the questionnaire. Explain that each statement describes a feeling and the child should choose the number that best reflects how much that statement applies to them.
- Reading Assistance: For younger children (age 9 or younger), you may need to read the statements aloud and ensure they understand them before they choose a rating.
- Clarification: If a child asks for clarification on a statement, try to rephrase it in simpler terms while maintaining the original meaning. Avoid suggesting answers.
- Completion: Allow the child sufficient time to complete the questionnaire independently.
- Thank the child for their participation.
Reliability and Validity
The Attachment Style Classification Questionnaire for Latency Age Children (ASCQ) shows promise as a tool for assessing attachment styles in children aged 9-12, but it’s important to consider both its reliability and validity.
- Internal Consistency: Studies indicate good internal consistency for the ASCQ. This means the different items within each attachment style category (secure, anxious/ambivalent, avoidant) measure a similar underlying construct and produce consistent scores.
- Test-Retest Reliability: Limited research exists on test-retest reliability, which refers to how consistent the questionnaire’s scores are when administered twice over a specific time interval. One study reported moderate test-retest reliability [4]. More research is needed to solidify this aspect.
- Content Validity: The ASCQ draws on established adult attachment measures and adapts them for children, suggesting good content validity. The statements directly reflect the core aspects of the three attachment styles [1].
- Convergent Validity: Some studies haven’t shown strong evidence of convergent validity, which means the ASCQ scores don’t necessarily correlate well with other established measures of attachment [3]. More research is needed to explore this further.
Available Versions
15-Items
Reference
- Finzi, R., Cohen, O., Sapir, Y., Weizman, A. (2000) Attachment Styles in Maltreated children: A comparative study. Child Psychiatry & Human Development, 31, 113-128.
- Finzi, R., Ram, A., Har-Even, D. Shnit, D. & Weizman, A. (2001). Attachment styles in physically abused and neglected children. Journal of Youth and Adolescence, 30, 769-786.
- Finzi, R., Har-Even, D., Shnit, D., & Weizman, A. (2002). Psychosocial Characterization of Physically Abused Children from Low Socio-economic Households in Comparison to Neglected and Non-Maltreated Children. Journal of Child and Family Studies, 11, 441-453.
- Finzi, R., Cohen, O., Iwaniec, D., Sapir, Y. & Weizman, A. (2003). Attachment styles in the families of the drug-using father. Substance Use and Misuse, 38, 271-292.
- Finzi-Dottan, R., Cohen, O., Iwaniec, D. Sapir, Y., & Weizman, A. (2006).The child in the family of a drug-user father: Attachment styles and family characteristics. S.L. Ashenberg Strassner & C. Huff Fewell (Eds.). Impact of substance abuse in children and families (pp. 89-111). Binghamton, NY: Haworth.
Important Link
Scale File:
Frequently Asked Questions
What is the ASCQ?
A questionnaire to assess attachment styles in children aged 9-12.
What does it measure?
Secure, anxious/ambivalent, and avoidant attachment styles.
How is it administered?
Self-report, with possible reading assistance for younger children.
Is it reliable?
Internal consistency is good, test-retest needs more research.
Is it valid?
Content validity is good, convergent validity needs more research.
Limitations?
Self-report bias, screening tool, not for diagnosis alone.
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